Policies for Working with Students with Disabilities

In most cases, class attendance is critical to a student’s mastery of the knowledge and/or skills that are taught in a specific course. Students are typically expected to follow the attendance policy established by the instructor in each class; however, the University recognizes that there may be times when a student with a disability cannot attend class because of disability related reasons.

1. Butler University makes every effort to reasonably accommodate a student’s disability related needs. A reasonable accommodation does not fundamentally alter the nature of the academic course; academic requirements are not generally waived, and students are typically required to fulfill all course requirements.
2. If a student believes it is not possible to abide by the attendance policy because of a diagnosed disability, the student should contact Student Disability Services (SDS) at the start of the semester or as soon as possible after the need for the exception to the policy arises. As with all possible accommodations, students will need to submit completed documentation of the disability from an appropriate clinician. For additional information regarding documentation guidelines, contact SDS in Jordan Hall 136 or refer to butler.edu/diversity-equity-inclusion/student-disability-services/. A student whose disability related symptoms start to impact class attendance is advised to stay in close communication with SDS to help ensure they receive any necessary support and to also help ensure their individual circumstances can be reviewed and appropriately addressed. Professors are also encouraged to contact SDS with any attendance related concerns.
3. As with all disability related accommodations, the attendance accommodation will be determined on an individual, case-by-case basis depending on:
   • the extent to which the submitted documentation supports the need for an attendance accommodation, and
   • the individual requirements, fundamental nature, and essential elements associated with each specific course; discussion between SDS and the course instructor is typically required to determine to what extent the attendance accommodation needs to be applied.
4. Again, it is critical for SDS and faculty members to communicate regarding essential or fundamental academic course requirements as they relate to a student with a disability. If a concern arises regarding the number of absences in the course, SDS will aid in determining appropriate and reasonable outcomes. Faculty are strongly encouraged to contact SDS to discuss these concerns. Students are required to fulfill all course requirements and will be held to the same evaluation standards as specified in the course syllabus. It is recommended to state the course’s specific attendance requirements on the course syllabus prior to the start of the course so students are aware of the course requirements well before the drop deadline. Since course attendance policies may not be rigidly applied for students with an attendance accommodation, the following questions need to be considered to equitably assess this student’s attendance. SDS can assist in determining the answers to the following questions:
   • Is there classroom interaction between the instructor and students and among the students themselves?
   • Do student contributions in class constitute a significant component of the learning process?
   • Does the fundamental nature of the course rely on student participation as an essential method of learning?
   • To what degree does a student’s failure to attend class constitute a significant loss to the educational experience of other students in the class?
   • What does the course description and syllabus say regarding attendance?
   • By what method is the final grade calculated?
5. An attendance accommodation does not mean that unlimited absences are permitted. The attendance accommodation is in place only for those absences related to the student’s disability and to the point at which absences do not represent a fundamental alteration of the course. The number of absences a student may take as a reasonable accommodation will be determined on a case-by-case basis through conversation between SDS and each course instructor, depending on the student’s individual disability, the nature of the course, and the degree to which class attendance is an essential requirement of the specific course.
6. Students who are approved for an attendance accommodation are advised to contact instructors as soon as they are able regarding their disability related absence and related make-up work. Given the chronic nature of many conditions, it is not generally necessary or appropriate for the student to visit a clinician or receive a doctor’s note in order to substantiate each absence. SDS is available to assist faculty in the event a student misses an exam due to a disability related absence. In the event that a student is approved for an attendance accommodation mid-semester, it is important to be aware that accommodations are not retro-active. If a student with a new attendance accommodation has already missed a considerable amount of class, faculty are encouraged to connect with SDS to determine what is reasonable.
7. In spite of accommodation, students should be aware that absences may still have a negative impact on their academic performance due to missing content and experiential learning while in the classroom. For this reason, students should make every attempt to attend class and to observe deadlines for submission of assignments. Additionally, students are still responsible for completing all assignments and communicating directly with faculty about absences.

Please contact SDS in Jordan Hall 136 with questions or concerns.

Communication Tips for Instructors

Attention to a few communication strategies can make a significant difference for a student with an auditory processing disorder. These strategies have been found by instructors to enhance communication for all students. Several of these are listed below; in addition, the student may have specific suggestions for enhancing communications.

• Speak normally without “over-enunciating” or speaking loudly unless the circumstances require it. If you tend to speak quickly, try to moderate your pace.
• Rephrase a word or sentence if not understood the first time, rather than repeating the word.
• Avoid standing in front of a window or a bright light; the glare may obstruct your face.
• Avoid unnecessary movement in order to keep your face visible to the student. When writing on a chalkboard, turn to face the class when speaking.
• Bear in mind that when walking, facial visibility may be reduced and background sounds (sound of feet on the floor) may be distracting to communication.
• Repeat questions or statements made by other students.

Instructional Strategies

Ensuring that a student’s auditory processing disorder does not impede academic performance may mean making some adjustments. The following are suggestions for use when teaching and for assignments and exams:

• Provide seating so the student has an unobstructed view of your face. In small group seminars, chairs could be arranged in a circle so everyone may be seen.
• Reinforce your verbal presentation with written text where possible and provide a copy of material to be covered as much in advance as possible; a list of highly technical words and unfamiliar proper names is helpful.
• Provide, in writing, such vital information as the due date for an assignment or any change in class schedule.
• Use captioned films and videos. Arrange a private showing or discuss the material with the student if needed.
• Allow time for students to review class handouts when referring to them during class discussion. If necessary, give students a few moments to turn to the right page when you are referring to manuals, texts or other materials.

Assignment Strategies

Write down the date, time and location for assignments, as well as any other relevant information, well in advance of the due dates.

[Excerpt from “To Be Heard: Guidebook for Instructors of Students who are Hard of Hearing,” Publication of the Canadian hard of Hearing Association]

Hypoglycemia, also called “low blood glucose” or “low blood sugar,” is a serious condition associated with diabetes that can happen very suddenly. Hypoglycemia can impair a student’s cognitive abilities and adversely affect academic performance. Sometimes, its symptoms are mistaken for misbehavior.

Hypoglycemia occurs when a student’s blood glucose level falls too low, usually as a result of:

• Too much insulin
• Missing or delaying meals or snacks
• Not eating enough food (carbohydrates)
• Getting extra, intense, or unplanned physical activity
• Being ill, particularly with gastrointestinal illness

Below are behaviors and symptoms a student with diabetes may exhibit when experiencing a diabetes related medical incident.

Hypoglycemia Symptoms

Mild to Moderate

• Shaky or jittery
• Sweaty
• Hungry
• Pale
• Headache
• Blurry vision
• Sleepy
• Dizzy
• Confused
• Disoriented
• Uncoordinated
• Irritable or nervous
• Argumentative
• Combative
• Changed personality/behavior
• Inability to concentrate
• Weakness and lethargy

Severe

• Inability to eat or drink
• Unconsciousness
• Unresponsiveness
• Seizure activity or convulsion

Profile of a Hard of Hearing Student

Each hard of hearing student is unique in terms of his/her method of communication. The student is the “expert” in what adaptations he/she needs and should be consulted early and throughout the semester to establish and maintain acceptable classroom adaptations.

Students who are hard of hearing may:

• Rely heavily on visual cues (fatigue may occur from constant and intense visual observation)
• Exhibit attitudinal problems as a result of the frustration associated with communicating in a “hearing” world
• Experience difficulty if the presenter has an impaired speech pattern, heavy accent, beard or moustache
• Have difficulty with conversation and, as a result, elicit responses such as confusion, anger, and a sense of helplessness
• Be perceived as inattentive, slow, or angry which may result in feelings of depression, withdrawal, loss of self esteem
• Miss or misunderstand important concepts, instructions, directions and information on assignments
• May avoid extra-curricular activities
• Have to deal with impatience and annoyance from those students who are able to hear
• Find active and spontaneous participation to be extremely difficult
• Have difficulty in group discussions, or need to have one ear toward the speaker if he/she has a unilateral impairment
• Have difficulty grasping abstract concepts.

[Excerpt from “Access for Hard of Hearing Post-Secondary Students,” Publication of the Canadian Hard of Hearing Association]

Communication Tips for Instructors

Attention to a few communication strategies can make a significant difference for hard of hearing students and have been found by instructors to enhance communication for all students. Several of these are listed below; in addition, the student may have specific suggestions for enhancing communications.

• Speak normally without “over-enunciating” or speaking loudly unless the circumstances require it. If you tend to speak quickly, try to moderate your pace.
• Rephrase a word or sentence if not understood the first time, rather than repeating the word.
• Avoid standing in front of a window or a bright light; the glare may obstruct your face.
• Turn off the overhead projector when not in use because its hum can be distracting.
• Face the student or use a mirror to make your face visible when explaining equipment or doing a demonstration. Alternatively, use cameras to show your demonstration on a screen.
• Avoid unnecessary movement in order to keep your face visible to the hard of hearing student. When writing on a chalkboard, turn to face the class when speaking.
• Bear in mind that when walking with a hard of hearing person facial visibility may be reduced and background sounds (sound of feet on the floor) may be distracting to communication.
• Speak directly to the hard of hearing student, even if a third party is present such as a captionist.
• Repeat questions or statements made by other students.

Instructional Strategies

Ensuring that a student’s hearing loss does not impede academic performance may mean making some adjustments. The following are suggestions for use when teaching and for assignments and exams:

• Provide seating so the student has an unobstructed view of your face. In small group seminars, chairs could be arranged in a circle so everyone may be seen. If an interpreter or captionist accompanies the student, he/she will require seating to face the student.
• Reinforce your verbal presentation with written text where possible and provide a copy of material to be covered as much in advance as possible; a list of highly technical words and unfamiliar proper names is helpful.
• Provide, in writing, such vital information as the due date for an assignment or any change in class schedule.
• Use captioned films and videos where available. Arrange a private showing or discuss the material with the student.
• Allow time for students to review class handouts when referring to them during class discussion. If necessary, give students a few moments to turn to the right page when you are referring to manuals, texts or other materials.

Assignment Strategies

Write down the date, time and location for assignments, as well as any other relevant information, well in advance of the due dates.

[Excerpt from “To Be Heard: Guidebook for Instructors of Students who are Hard of Hearing,” Publication of the Canadian hard of Hearing Association]

Seizure Information and Protocol

Medical guidelines to be followed if student experiences a seizure:

From a university phone, please call BUPD using one of the following methods:

• Via Classroom/Campus phone: by pressing the button with a police badge image
• Via Cell Phone: 317-940-9999
• Via the Butler App: click the BUPD button

This will allow BUPD to act as first responders and provide assistance until emergency medics arrive on campus.

It is possible that the student will experience motor sensations prior to an actual seizure. If the student indicates that a seizure is about to occur, it may be best to clear the classroom of students. Contact emergency services using the protocol above, and stay with the student until medics arrive.

During Seizure

1. It is best if the student can lie on his/ her side on the floor, if possible, although this is not required. Do not try to force the student to lie down by physically coaxing or encouraging him/ her. A soft item such as a coat may be placed underneath the head; however, use your own judgment about the safety of doing so.
2. Do not try to restrain the student, hold him/her down, or hold the head still.
3. Remove glasses, if possible and applicable.
4. Clear the area. Move items such as desks, chairs, etc. if possible and needed to prevent the student from being injured by striking the head against such items.

After Seizure

1. Do not restrain, try to rouse, or shake the student.
2. Nothing can or should be done to “bring the student out” of the seizure. He/she should be allowed to “come out of it on his/her own.” Please allow the student to rest quietly wherever the seizure occurred. It is possible that the student may begin to re-orient himself/herself before the medics arrive; however, it is important to allow the medics to determine whether the student needs to be transported to the hospital.
3. If the student does begin to re-orient before the medics arrive, it can be helpful to calmly ask questions such as “Do you know where you are?” or to reassure the student verbally by stating “You just had a seizure,” or “You are in the classroom.”
4. The medics will make the decision as to whether or not the student needs to be transported to the hospital. BUPD is available to escort the student back to their on-campus residence hall.
5. Please notify Student Disability Services at 940-9308 or Health Services at 940-9385 if student experiences a seizure.